Making progress with composing

Abstract

Although it is widely acknowledged that composition has a part to play in general musical education, some critics have argued that its place in the school curriculum is not justified by the results. John Paynter finds the evidence still on the whole encouraging and suggests that, where there are shortcomings, these should be seen, not as criticism of classroom composing, but as indications of uncertainty about how to help pupils make progress – a dilemma which, perhaps, reflects lack of conviction about the value of creativity in a curriculum based upon a theory of knowledge and progression more helpful to other subjects than it is to the arts in education.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 46 citations exist upstream.